Authors:Eka Diah Damayanti, Irma Rahma Suwarma, Muslim - Abstract: One effective way of training 21st-century skills, such as critical thinking, is by utilizing the STEM approach to learning. This study aimed to investigate the influence of STEM-based physics modules on the critical thinking skills of 11th-grade students. For this study, the quantitative research method was employed with the research design of a one-group pre-test post-test design. The data was collected from 33 students in a high school in Sukabumi, Indonesia. The researchers developed a module based on STEM principles focused on sound waves, which was then delivered to the students. They were given a pre-test and post-test of five essay questions to assess the student’s critical thinking skills. Each question measures each crucial thinking skill aspect: elementary clarification, basic support, inference, advanced clarification, and supposition and integration. After analyzing the pre-test and post-test results of the students, Normalized gain calculations were used to measure improvement. The research indicated that the N-gain for the student’s critical thinking skills was 0.58, placing it in the medium enhancement category. As a result, it can be concluded that the STEM-based physics module improved the students' critical thinking skills. PubDate: 2023-11-23 DOI: 10.15294/usej.v12i3.72443 Issue No:Vol. 12, No. 3 (2023)
Authors:Simphiwe Sibanyoni, Mmushetji Rankhumise Abstract: This study investigated subject content knowledge mastery and gaps in topics related to Technical Trades subjects of Technical Sciences teachers in the Fezile Dabi Education District. It explores the Pedagogical Content Knowledge (PCK) of Technical Sciences teachers to implement the Technical Sciences curriculum in the classroom as well as the extent of content knowledge mastery and gaps in six topics related to Technical Trades subjects. In view of previous research studies that highlighted the relationship between subject matter knowledge and PCK, a theoretical framework was developed. Researchers have identified many characteristics of ‘good’ science teaching, establishing strong links to the level and quality of content knowledge teachers hold. Subject matter knowledge that teachers master directs the content that teachers will teach and what learners will learn from the content matter prepared by the teacher. A quantitative method was used to do a case study using purposive sampling that involved teachers teaching Technical Sciences. Teachers were firstly given a questionnaire to rate themselves and were then assessed on six topics in the Technical Sciences curriculum that are related to the Technical Trades subjects across the FET phase. Statistical data analysis was used to assess findings. The research study revealed that teachers generally rated themselves as partially knowledgeable in the six topics instead of knowledgeable which is not the trend as per tests administered to them. In tests that were administered, the highest performed topic was Forces with an average of 35% and the lowest performed topic which is Viscosity and Hydraulics at an average of 15% which is an indication that teachers have subject content knowledge and PCK gaps in the six topics. The overall content mastery of teachers in these topics was 22% and content knowledge as well as PCK gaps were at an alarming 78%. A conclusion was drawn that Technical Sciences teachers struggle to understand content knowledge in the expertise of Technical Trades subjects. It was found that teachers’ level of content knowledge influences the PCK they possesses and poor subject content knowledge results in teachers being unable to effectively teach the content matter to learners, which causes poor PCK that becomes a hindrance to effective learning. PubDate: 2023-11-10 DOI: 10.15294/usej.v12i3.71611 Issue No:Vol. 12, No. 3 (2023)
Authors:Robert Lugolole, Israel kibirige Abstract: Secondary school learners have negative attitudes towards physics. This study investigated the relationship between learners' attitudes towards physics and teachers’ methods and content in teaching Physics. A cross-sectional research design deploying a mixed method was used with 19 teachers and 327 learners. A questionnaire for learners and an interview guide for teachers were utilised to collect data. While thematic analysis was used for the qualitative data, descriptive statistics, Pearson correlation and regression analysis were used for quantitative data. Three themes emerged from the qualitative data: excitement, engagement, and demotivation. The quantitative results show that teachers' PK and PCK enhanced learners' attitudes towards physics. A regression analysis revealed that PK and PCK accounted for most variations, while CK had the least, suggesting a clear importance of pedagogy in influencing learners’ attitudes towards physics. This study recommends designing modules in PK and PCK with real-life challenges to enhance learners’ attitudes toward physics. PubDate: 2023-11-10 DOI: 10.15294/usej.v12i3.75701 Issue No:Vol. 12, No. 3 (2023)
Authors:Pinaki Chowdhury Abstract: This century, the twenty-first century, is a century of science and technology explosion. This is the period when the boon of science has arrived in almost every corner of the world. One such example is exposure to information (data) using a cell phone, bypassing a computer. This has made information available to the masses at a much cheaper rate and with less difficulty. This has become possible only because of the science, technology, engineering, and mathematics (STEM)-trained workforces developed by STEM education over the years. One more important aspect of the twenty-first century is the demand for more and more STEM workforces at all levels. As a result, every country is planning hard to achieve their goal of getting more and more STEM-trained workforces for the sustenance of social and economic growth using both the immigration channel and high school STEM education development programs. In order to keep pace, the South African education system is also undergoing changes. Significant adjustments are made in the high school education system to reflect the post-apartheid era's worldview and correct pre-apartheid era-induced mistakes. The 1996 South African Schools’ Act is the beginning of changes in the South African school education system. The purpose of this study is to ascertain whether there has been any improvement in STEM education in general and physical science in particular after all these changes were implemented in the South African school system. The purpose of this study is to establish the empirical hallmark of changes in high school physical science teaching outcomes using a sample from rural South African schools for a period of 2008 to 2018. This study collected secondary data from the national senior certificate examination (NSCE) data base to analyse the teaching-learning outcomes of physical science within a rural school district in the Mpumalanga Province of South Africa. A quantitative analytic method was used to analyse the set of secondary data thus collected. The study concludes that, during the observed period, there has been statistically insignificant improvement in learners' performance in physical science, and there exists a room for introspection regarding the state of high school science teaching processes in order to improve the quality of STEM education in the country. PubDate: 2023-11-10 DOI: 10.15294/usej.v12i3.74644 Issue No:Vol. 12, No. 3 (2023)
Authors:Thuli Gladys Ntuli, Awelani V Mudau, Hasani Justice Bilankulu Abstract: This qualitative interpretative case study explored in detail the use of exhibits to enhance the teaching and learning of science by a science centre in Pretoria, South Africa. The study was guided by the following research question: what are the reflections on the science centre education officers as they enhance the teaching and learning of science' Two education officers were purposefully sampled as participants in this study. Data were collected through observation and semi-structured interviews. Findings revealed that indeed exhibits are the major component of the science centre, however, some education officers do not have the content knowledge (CK) of the exhibits, some visiting schools do not understand the use of the exhibits to enhance the teaching and learning of science. It is recommended that education officers should receive proper training on the content knowledge of the exhibits and visiting schools must be encouraged to fully participate in the teaching and learning at the science centre. Teacher’s workshop should be coordinated to encourage teachers to use the exhibits for teaching and learning at the centre. School curriculum should include visits to science centres for practical projects to enhance the teaching and learning of science. PubDate: 2023-11-10 DOI: 10.15294/usej.v12i3.74249 Issue No:Vol. 12, No. 3 (2023)
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